The effect of reworking exam problems on problem-solving performance in a circuit analysis course / Archie L. Holmes in IEEE transactions on education, Vol. 57 N° 2 (Mai 2014)  

Public ISBD [article]  inIEEE transactions on education > Vol. 57 N° 2 (Mai 2014) . - pp. 107 - 111 Titre : The effect of reworking exam problems on problem-solving performance in a circuit analysis course : an exploratory study Type de document : texte imprimé Auteurs : Archie L. Holmes, Auteur Année de publication : 2015 Article en page(s) : pp. 107 - 111 Note générale : Education Langues : Anglais (eng) Mots-clés : Circuit analysis Feedback Metacognition Problem solving Self-regulated learning Résumé : In foundational knowledge engineering courses, students engage in problem solving in order to learn important course concepts. To help in this process, students receive feedback on their performance from the instructor. This paper explores an alternative to instructor-provided feedback: a semi-structured assignment in which students reworked problems they failed to solve correctly on a midterm exam for credit. The assignment required students to provide a correct solution to the problem and identify both mathematical and conceptual errors made in the initial solution. The initial results show that students who completed this assignment were able to apply course concepts in analysis and reasoning questions more accurately than students who received exam feedback from the instructor. In addition, these students showed a marked improvement in their ability to solve problems common in a Circuit Analysis course. These results show that such semi-structured assignments can replace instructor-provided feedback in large-enrollment classes and lead to improved problem solving. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6595146&sortType%3Das [...] [article] The effect of reworking exam problems on problem-solving performance in a circuit analysis course : an exploratory study [texte imprimé] / Archie L. Holmes, Auteur . - 2015 . - pp. 107 - 111. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 2 (Mai 2014) . - pp. 107 - 111 Mots-clés : Circuit analysis Feedback Metacognition Problem solving Self-regulated learning Résumé : In foundational knowledge engineering courses, students engage in problem solving in order to learn important course concepts. To help in this process, students receive feedback on their performance from the instructor. This paper explores an alternative to instructor-provided feedback: a semi-structured assignment in which students reworked problems they failed to solve correctly on a midterm exam for credit. The assignment required students to provide a correct solution to the problem and identify both mathematical and conceptual errors made in the initial solution. The initial results show that students who completed this assignment were able to apply course concepts in analysis and reasoning questions more accurately than students who received exam feedback from the instructor. In addition, these students showed a marked improvement in their ability to solve problems common in a Circuit Analysis course. These results show that such semi-structured assignments can replace instructor-provided feedback in large-enrollment classes and lead to improved problem solving. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6595146&sortType%3Das [...]

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